Comparative Effect of Guided Discovery and Discussion Teaching Methods on Basic Science and Technology Students’ Achievement and Retention in Keffi Education Zone, Nigeria
Author(s)
Peter Ashlame Agu , Philip Eggon, Aku ,
Download Full PDF Pages: 102-109 | Views: 1004 | Downloads: 196 | DOI: 10.5281/zenodo.3441836
Abstract
This study was designed to compare the effect of guided discovery and discussion teaching methods on basic science and technology students’ achievement and retention in Keffi education zone, Nigeria. The study employed a Quasi-experimental research design where pre and post tests were used on settings outside the laboratory. The sample used for the study was 98 Junior Secondary II students. The study used two intact classes where one of the schools served as experimental group, while the other one was used as control group. Thirty (30) multiple choice test items were developed and validated by three experts in the Department of Science, Technology and Mathematics Education, Nasarawa State University, Keffi. The two intact classes were taught 6 topics, 3 in basic science and 3 in basic technology for a period of six weeks. Guided Discovery was used for teaching the experimental group while Discussion method was used for the control group. Data collected after the treatment was analyzed using means and standard deviations for the research questions while ANCOVA was used to test the null hypotheses at 0.05 level of significance. From the data collected, it was found that students who were exposed to guided discovery performed slightly better and retained more knowledge of the subject than those who were taught using discussion teaching method. However, the results of the hypotheses tests revealed that the differences in the mean achievement and retention scores of the two groups were not significant. Hence, the study recommends that the two methods could be used interchangeably for teaching basic science and technology in secondary schools in keffi Education Zone, Nigeria
Keywords
Comparative effect, Guided discovery method, Discussion method, Approach, Basic science and technology, Teaching, Achievement, Retention
References
i. Agashe, L. D. (2004). Ideas on faculty assessment & professional development.Retrieved April 3, 2013; From http://www.ncrel.org/sdrs.
ii. Afuwape, J. C. (2003). Faculty thoughts and concerns about student ratings. Jan Grancisco, Lagos.
iii. Afuwape, J. C., & Olatoye, K. (2004). How does student ratings measure up to a new validity framework? In M. Theall, P. Abrami, and L. Mets (eds.).The students ratings debate: Are they valid and how can we best use them. New directions for Institutional Research, Lagos.
iv. Ajibola, G (2008). Teachers' attitude and gender factor as determinant of pupil's performance in primary science. An International Multi-Disciplinary Journal. Vol. 3 (1).
v. Akpan, J. C. (1996). The Influence of students’ affective entry on instructor & course evaluations. Review of Higher Education, 4, 13 – 24.
vi. Alebiosu E. and Ifamuyiwa, G. (2008). Measuring the efficiency of decision making units. European Journal of Operational Research, 2, 429-444.
vii. Aronson, P. H. (2006). Teaching persuasive communication: Class presentation skills.The Harriet W. Sheridan Center for Teaching and learning: Retrieved July 24, from http//www. brown.edu/Administration/Sheidan Center/publication/Preskils.
viii. Brown, J. C. (2005). Assessing faculty work: enhancing individual and instructional performance. San Francisco, CA: Jossey.
ix. Chiason, H. G., Kuremeh, D. and Obida, F. (2010). Can teaching be improved? Canada: Brock University.
x. Dogru, G & Kalender, N. (2007). Effect of computer-assisted cooperative and individualistic instruction learning on students’ performance in mathematics problem-solving. International Journal of Educational Development. 22(1) 163 171.
xi. Ibinayin, J. S. (2014). Effect of small group discussion teaching strategy on junior secondary school students’ achievement and retention in algebraic word problems in Nasarawa state, Nigeria. Unpublished M.Ed Dissertation,Nasarawa State University, Keffi, Nigeria.
xii. Ladan, S. Y. (2016). Effect of inquiry and discussion teaching strategies o academic achievement of biology students in Nasarawa education zone of Nasarawa state.Unpublished MEd. Thesis, National Open University.
xiii. Olagunju, P. (1995). Changing practices in evaluating teaching. Onisha, Mass: Anker.
xiv. Olarewaju, A. (1999). Making the grade: College teaching. Retrieved October 23, 2013, from Gradschool.about.com/library/weeks/aa05130a.htm.
xv. Olarewaju, B. (1994). Problem solving method with handout material: Max-Min word problems. International Journal of Mathematical Education in Science and Technology, 3, 245 – 277.
xvi. Sambo, F. (2005). Issues in curriculum. Retrieved on 12th October, 2013, from http://www.west.asu.edu/westvu/spe311/blooms.html
Cite this Article: